Mathematical knowledge in early school grades: advanced mathematics from an elementary point of view? Report as inadecuate




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Acta Scientiarum. Education 2015, 37 3

Author: Wagner Rodrigues Valente

Source: http://www.redalyc.org/articulo.oa?id=303341626011


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Acta Scientiarum.
Education ISSN: 2178-5198 eduem@uem.br Universidade Estadual de Maringá Brasil Rodrigues Valente, Wagner Mathematical knowledge in early school grades: advanced mathematics from an elementary point of view? Acta Scientiarum.
Education, vol.
37, núm.
3, julio-septiembre, 2015, pp.
321-327 Universidade Estadual de Maringá Maringá, Brasil Available in: http:--www.redalyc.org-articulo.oa?id=303341626011 How to cite Complete issue More information about this article Journals homepage in redalyc.org Scientific Information System Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Non-profit academic project, developed under the open access initiative Acta Scientiarum http:--www.uem.br-acta ISSN printed: 2178-5198 ISSN on-line: 2178-5201 Doi: 10.4025-actascieduc.v37i3.24271 Mathematical knowledge in early school grades: advanced mathematics from an elementary point of view? Wagner Rodrigues Valente Grupo de Pesquisa de História da Educação Matemática, Universidade Federal de São Paulo, Rua do Rosário, 382, 07111-080, Guarulhos, São Paulo, Brazil.
E-mail: ghemat.contato@gmail.com ABSTRACT.
This text aims to discuss the mathematics of early school years from a historical perspective. Supported on recent research results derived from projects implemented through national and international cooperation, the work to be published analyzes the difficulties of conducting historical studies about the presence of mathematics in the initial training of students.
Said difficulties include the way to treat the types of mathematical teaching in the form of subjects rather than discipline-like contents.
This implies a special attention to the articulation that occurs between pedagogies and pieces of knowledge to be taught.
Additionally, this case requires the analysis of the cultural purposes in each school time, and of the role of mathematical knowledge. Among the findings of the study, there is an evident watershed w...





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